Using Ozobots in the science classroom

I’ve been interested in using Ozobots in my science lessons ever since I saw this tweet of Ozobots being used to model different types of eclipses.

I really liked how the Ozobots were being used to create a moving model of eclipses, which is quite difficult to do without coded robots that automatically move (I have never found children holding basketballs and moving around another child holding a torch work well).

This term our school got hold of some Ozobots through the STEMShare initiative and I was able to test out how Ozobots can be used to enhance students’ understanding of the nitrogen cycle. Matter cycles through ecosystems, particularly the nitrogen cycle, can be quite difficult to conceptualise. Common activities include showing students diagrams of the nitrogen cycle, videos and getting students to physically model the cycle by pretending to be nitrogen particles themselves. However, just like eclipses, Ozobots provide an opportunity for students to create an annotated moving model to better visualise the processes.

So last Friday, my Year 9s used Ozobots to create a narrated video explanation of the nitrogen cycle with the Ozobot acting as a nitrogen particle. Here’s one of the videos.

The videos were created in an 80 minute lesson. What I really liked about using the  Ozobots was that it gave students the opportunity to work in teams and talk to each other about the nitrogen cycle. They worked in teams of 2 to 3 students draw the map, negotiate the narration and film the video. The activity gave them an opportunity to test and clarify their understanding of the nitrogen cycle with each other. The activity allowed students to determine if they really understand the nitrogen cycle. Prior to this, we had already done many other activities of the nitrogen cycle (worksheets, question and answer sessions, quizzes) and many students were confident they understood the nitrogen cycle. However, when it came to creating the narrated video with the Ozobots, many found that they didn’t know the nitrogen cycle as well as they thought they did.

Next time, I would also ask students to create a map so that the Ozobot wouldn’t be travelling in a nice unidirectional cycle but back-and-forth through different components of the ecosystem.

Routines to kick off a lesson

I’m big on learning routines. I’m a strong believer that predictable lessons that follow a similar structure every time allows students to learn more effectively. I started at a new school last term and learning routines have been particularly important in establishing my expectations with my students.

I always start the lesson in the same way. Every lesson kicks off with a “Quick Quiz”. For most of my classes, the Quick Quiz involves me writing three to four sentences on the board with missing words (key vocabulary or concepts for the topic). These sentences are based on the concepts of the previous lessons or topics. The Quick Quiz is always on the board before students enter the classroom. As soon as they enter the room, they have to copy and complete the quiz. The quiz takes about 5 minutes to complete. I’ve been doing the Quick Quiz in 3 different schools now and have found it to be effective. I really like the Quick Quiz routine because:

  • Students are regularly revising the key concepts.
  • It’s a great settling routine. It encourages students to take out their equipment immediately as they enter the classroom.
  • It gives me sufficient time to do administrative tasks like mark the roll, check uniforms, lend pens to students who need them and settle students who need additional assistance.
  • It’s accessible to all students. If they don’t know the missing words, they can still copy the sentences. I also encourage them look back in their books to search for the answer if they don’t know.
  • It’s a form of formative assessment. I end the Quick Quiz by randomly selecting students to provide their answers (I have a no hands up rule for answering questions and use the Randomly app to select students to answer). It lets me gauge how well they have remembered the key concepts from previous lessons.
  • I have had to adjust the Quick Quiz routine at my new school for my Year 9 class who told me they found the filling in missing words too easy. The limitations of using a cloze passage style quiz is that it mainly allows revision of key terms and concepts based on recall. So I’ve changed the Quick Quiz for Year 9 to be on a worksheet with a combination of multiple choice questions, cloze passages and open ended questions. I place the worksheets near the door so as the enter the classroom, they take a worksheet and complete it. I still use the Randomly app to randomly select students to give the answer to each question. So far the Year 9s have said they prefer the worksheet version of the Quick Quiz.
  • This version of the Quick Quiz requires more effort and preparation from me and I don’t think I’d be able to do this for all of my classes on a long term basis. But so far it has worked really well for Year 9s.
  • How do you start your lessons? Do you have lesson starter routines that you find particularly effective?
  • Using exams as formative assessment

    Exams are often seen as summative assessment. From my experience, students often seen exams as high stakes and only want to know their grade. The most common question students ask me when they get their exams back is “Did I pass?”. Most of them don’t seem to be interested in using exams as a way to know where they are at and how they can improve. So I wanted to do something different to encourage my students to see exams as one way of them knowing how they are progressing and a window into what they should do to improve. I also wanted them to use exams as an opportunity to reflect on their revision strategies.

    I stumbled across exam wrappers and decided to implement it with my Year 9s. My Year 9s just finished their half yearly exams. When I returned their papers, I also got them to use an exam wrapper and a Dedicated Reflection and Improvement Time process to facilitate the processing of feedback and self reflection. Overall, this strategy was very well received by students. Many of them were able to identify the syllabus components they need to focus on and revision strategies to try next time. It also gave me, as their teacher, an insight into how they studied and how I can explicit teach revision strategies to them.

    Here’s what my exam wrapper and DIRT feedback looked like with links to editable versions of both documents.

    exam wrapper

    DIRT feedback

    Links to editable file

    STEM in Australia – some teachers’ perspectives of STEM education


    Last Sunday I had the privilege of hosting the weekly #aussieED chat on Twitter. The focus was on STEM. I wanted to dig deep into what Australian teachers thought on STEM education.
    For those who don’t know, STEM stands for science, technology, engineering and maths. A focus on STEM isn’t new and has been a focus on-and-off since the 1980s.However in the past 5 years, there has been a large focus on STEM in primary, secondary and tertiary education as well as being emphasised in government policies. So for the #aussieED chat I wanted to find out what teachers felt was happening with STEM education in their schools. These are some of the themes:

     1. STEM education has come a long way and still has a long way to go.

    Some teachers indicated that their schools have implemented STEM as cross-curricular project based learning experiences and have moved from a few innovators and early adopters trailing STEM programs to whole school approaches. These schools are now supporting other schools who are starting their STEM journeys. A good example of this is the STEM Action Schools project in NSW public schools. It will be interesting to see how different schools and teachers evolve their STEM teaching approaches as they gain more experience and reflect upon them.

    2. STEM education needs more than passionate teachers; it needs enabling conditions.

    Many teachers agreed that STEM is a way of teaching; a way of teaching that involves the integration of traditional subjects with a real-world context and driven by real-life solutions. This approach is enabled and sustained when structural systems like timetables, flexible learning spaces and a school culture that encourages teachers to take risks with different teaching approaches are in place. Otherwise it can become isolated pockets of excellence in STEM education, accessible to some students only. Some teachers mentioned dedicated time in timetables to work as a team so authentic cross-curricular collaboration can be created and sustained. Other teachers mentioned time to explore practical resources, opportunities to team teach with exemplary STEM teachers and time to reflect, evaluate and improve in their own practice.

    3. How can educators and systems ensure promising practices in STEM are scaled and make an impact?

    Is STEM an educational fad? Do we even need STEM to be an integrated, cross-curricular approach? Should we focus on teaching science, technology and maths separately but make sure we teach it well? What are the goals of STEM education? Is it just purely to make students “future job ready”? Is it to create scientifically and digitally literate citizens? Does everyone need to learn coding? How do we measure the impact of STEM? What is an appropriate timeframe to expect impact? These were some of the issues raised throughout the #aussieED chat. We didn’t come up with answers as they are highly complex issues that can be highly dependent on context. Personally I think STEM education is vital to the future of students on a personal, societal and economic level. To make STEM education a sustainable practice, that is day-to-day teaching practice, the enabling conditions of quality STEM education needs to be in place. We also need to be clear on the purpose of STEM education for our students. Otherwise it can easily become a fad.

    What are your thoughts and experiences of STEM education? 

    Steps to HSC Success #MTM2016

    success

    This blog post is a collection of tweets from the 2016 Meet the Markers. The event had the Twitter hashtag of #MTM2016. I wanted to do a Storify but Storify isn’t working so hence this blog post. MTM2016 is a teacher professional learning event where teachers learn how HSC science exams are marked and how to teach students to maximise their HSC achievement

    I wasn’t personally at MTM2016 due to a school event, but was able to learn from it via Twitter. The power of social media.

    Learning with real scientists

    Earlier this year, I wrote a post on my goals for 2014. My goal #1 was  to keep science real by connecting my students with real scientists. We regularly hear that STEM (science, technology, engineering and maths) will be essential to our economic future and hence it is vital to engage all of our students in STEM. However, there are many statistics that our students are switched off from STEM. From surveys in my own school, many students say they do not want to pursue post-compulsory studies of science because they don’t know what kind of careers science will lead them to. Ask any student what a scientist does and they will most likely give a very narrow, stereotypical view. Like I said in my previous post, most students will know an accountant, a plumber, a builder, a lawyer, but they are very unlikely to know a scientist.

    So for the past year I have gotten my school in a program run by the CSIRO called Scientists and Mathematicians in Schools (SMIS). SMIS pairs a school with a practising scientist (or mathematician) who will work with students, teachers and schools on a range of activities from talks about science as a career to running lessons on specific content. My school’s partner scientist is Dr Melina Georgousakis, a scientist specialising in immunology and a government advisers on vaccinations. In a year she has done two general talks on what it’s like to be a scientist, one specific talk on how vaccinations work to Year 9s (really useful as it was held a week before students were scheduled to receive vaccinations) and a lesson on how the immune system works with Year 12 Biology students. My school were also lucky enough to have Dr Cameron Webb speak to them about research on mosquitoes and mosquito-borne diseases. Cameron even brought in a range of dead mosquitoes for students to examine under  the microscope. It is a great example of how scientists can work with schools to provide learning opportunities for students that would otherwise be difficult to organise.

    Dr Melina explaining how the immune system works with Year 12 Biology students.

    Dr Melina explaining how the immune system works with Year 12 Biology students.

    Dr Cameron Webb sharing his work and life as a scientist with Year 9 students.

    Dr Cameron Webb sharing his work and life as a scientist with Year 9 students.

    Students examining mosquitoes under the microscope in a lesson with Dr Cameron Webb.

    Students examining mosquitoes under the microscope in a lesson with Dr Cameron Webb.

    While utilising social media and web conferencing tools are useful to connect students and scientists with ease, there is nothing like having a real scientist connect and work with students in the flesh. Since my school’s involvement with SMIS, our students are more aware of careers in science (as shown in our student evaluation surveys) with some students being inspired to work in the fields of our partner scientists. The SMIS program has done wonders in helping to lift the profile of science. It is vital that students can refer to real faces when they are talking about what scientists do and science as a career. It is also essential that students hear and see first-hand the diverse things that scientists do in their day-to-day jobs.

    If you’re in an Australian school, I highly recommend contacting CSIRO and being involved in their SMIS program.

    Science with gummy bears

    Gummy bears are not only a delicious treat, they also have multiple uses in science. This term my year 9 class are completing a project called Project Mars. Project Mars is a joint project with the Powerhouse Museum where students can remotely control a Mars Rover to perform experiments on a recreated Martian surface to find out whether Mars could support life.

    To collect and analyse the data from these experiments on the Martian surface, students need to learn about atoms and waves, and this is where gummy bears come in. Gummy bears have come in really handy for two experiments showing the properties of light.

    (1) Gummy bears and laser experiment

    Gummy bears can be used to show how light is absorbed, transmitted and reflected. This activity show why objects have different colours.

    Students shined a red laser light onto red gummy bears and green gummy bears. The red light will transmit and reflect on the red gummy bears, but absorbed by the green gummy bears. Students then shined a green laser light onto red gummy bears and green gummy bears and compare the observations. This experiment makes the concept of absorption, transmission and reflection of light more real to students.

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    (2) Gummy bear wave machine

    I came across this experiment on YouTube. Gummy bears, skewers and duct tape is used to make a wave machine to demonstrate a range of properties of waves. I really like this experiment as it is a hands-on and visual way to show students properties of waves and works a lot better than skipping ropes and slinkys.

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